Al Ishlah Jurnal Pendidikan
This journal focuses on advancing scholarly research and critical discourse in the field of education. It publishes original research articles that address contemporary issues and emerging trends in curriculum development, instructional practices, learning processes, educational policy, and teacher preparation. The journal aims to contribute to the development of educational theory and practice in both national and international contexts. The journal also welcomes submissions related to environmental education and studies that examine learning through psychological, social, cultural, cognitive, and historical perspectives. Research that explores the interrelationships among teaching, knowledge construction, learner development, and educational contexts is particularly encouraged. Furthermore, the journal accepts research and academic discussions across a broad range of subject matter within education, including mathematics education, religious education, language pedagogy and English for Specific Purposes (ESP), natural sciences, social sciences, history, chemistry, and other related educational disciplines. The journal includes the following thematic sections: Learning: Theoretical and empirical investigations concerning learning processes and their development across diverse contexts. Issues and Trends: Analytical and interpretive essays addressing current educational, social, and philosophical issues. Learning in Everyday Life: Studies of learning experiences occurring outside formal academic settings, such as in homes, communities, digital environments, and cultural institutions. Teacher Education: Research on teacher preparation, professional development, and the broader conditions shaping the teaching profession. Education Policy: Critical analyses of educational policies, their principles, implementation, and effects on educational practice. Comments and Criticism: Scholarly dialogue aimed at clarifying, challenging, or expanding upon previously published works. Book Reviews: Reviews of recent publications relevant to the field of education. The Editorial Board invites manuscripts employing rigorous quantitative, qualitative, or mixed-method approaches that demonstrate academic originality and significant contribution to educational scholarship. All submissions must present a thorough review of relevant literature, articulate a clearly defined research problem or argument, and provide well-grounded conclusions addressing implications and limitations.
Articles
3,320 Documents
<![CDATA[Students' Math Literacy in Solving PISA-Like Problems in Papuan Local Context ]]>
<![CDATA[Muhammad Noor Kholid]]>;
<![CDATA[Mardiana Nissa]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2258
<![CDATA[Mathematical literacy in Indonesia is still relatively low. Student achievement in PISA questions is also still not adequate. Mathematical literacy is not limited to the ability to apply quantitative aspects of mathematics, it employs knowledge of mathematics in a broad sense. Mathematical literacy skills are closely related to interpreting problems related to local contexts into mathematical problems. This study aims to describe students' mathematical literacy activities in solving problems similar to PISA in the regional context; the context in which this research is desired is the local Papuan context. The research method employed is the descriptive qualitative method. The samples were 8th graders of SMP Batik Program Khusus Kartasura, totaling six students. Data was collected using a written test consisting of two items of PISA-like problems, observations, and interviews. This research produces problems similar to PISA within the local context of Papua. PISA-like questions are declared to be valid, simple, and have the potential to determine students' mathematical literacy abilities. The PISA-like problems are valid based on the review by experts in the appropriate field in terms of aspects, content, structure, and language. This PISA-like problem was also developed based on seven basic mathematical abilities that employ mathematical literacy. We successfully concluded that the dominant aspects for students are making assumptions and conceptualizing. While the parts of structuring and formulating a model are not dominant. In addition, PISA-like problems have more potential effect on determining students' mathematical literacy.]]>
<![CDATA[Exploring Self-Awareness as a Predictor of Character Education Values among Pre-Service Elementary Islamic Teachers ]]>
<![CDATA[Devi Wahyu Ertanti]]>;
<![CDATA[Ika Anggraheni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.8504
<![CDATA[The need for effective character education in Indonesia places pre-service teachers at the forefront of moral development in schools. However, the internal psychological factors that support character formation—such as self-awareness—remain underexplored in Islamic teacher education contexts. This quantitative study examined the predictive role of self-awareness on character education values among 280 sixth-semester students in the Islamic Elementary Teacher Education Program at Universitas Islam Malang. Data were collected using a 45-item Likert-scale questionnaire measuring four dimensions of self-awareness and five core character values. Analyses included descriptive statistics, assumption testing, and both simple and multiple linear regression. Findings show that self-awareness significantly predicts character education values, with simple regression explaining 42.2% of variance (R² = 0.422), and multiple regression across the four dimensions accounting for 55.1% (R² = 0.551). The most influential predictors were self-reflection and emotional regulation, followed by emotional self-awareness, awareness of strengths and weaknesses, and social self-awareness. Descriptive data indicated high levels of both self-awareness and character values among participants. These results underscore self-awareness as a critical internal factor shaping pre-service teachers’ capacity to embody and model character values. The findings advocate for integrating reflective and emotional regulation training into teacher education curricula to better prepare future educators as moral exemplars in the classroom.]]>
<![CDATA[Teacher Adaptation in Science Curriculum Development: Enhancing Student Learning Satisfaction ]]>
<![CDATA[Sapruni Sapruni]]>;
<![CDATA[Fauzan Amin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i1.6350
<![CDATA[The ability to develop science-based curriculum content is essential to ensuring effective and relevant science education. This study investigates the impact of teacher adaptation in curriculum development on student learning satisfaction. A quantitative approach with a descriptive survey method was employed. The study was conducted at MTsN 1 Bengkulu City, involving 120 students, with a randomly selected sample of 50 eighth-grade students. Data were collected using a Likert-scale questionnaire (1–5). Instrument validity was assessed using the Aiken index, and reliability was determined through Cronbach's alpha. Data were analyzed using a t-test for mean differences, preceded by normality and homogeneity tests. Findings indicate that the average teacher adaptation score was higher than the student learning satisfaction score. Statistical analysis yielded a t-value of 5.473 and a p-value of 0.000 ( 0.05), demonstrating a significant positive effect of teacher adaptation on student learning satisfaction. The results suggest that when teachers effectively adapt curriculum content to meet student needs, learning satisfaction improves. This highlights the importance of teacher training and professional development programs in curriculum design. Teacher adaptation significantly influences student learning satisfaction, underscoring the need for policies supporting teacher training and curriculum development. Future research should explore additional factors influencing student learning outcomes.]]>
<![CDATA[Self-Efficacy: Fostering Student Creativity in Problem-Solving in Elementary Schools ]]>
<![CDATA[Ike Yuli Mestika Dewi]]>;
<![CDATA[Mochamad Nursalim]]>;
<![CDATA[Diana Rahmasari]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i3.6833
<![CDATA[Problem-solving is a critical 21st-century skill that should be nurtured from an early age. However, elementary students often face challenges in mathematical problem-solving due to low self-efficacy, which can hinder their creativity and cognitive engagement. This study investigates the relationship between self-efficacy and mathematical problem-solving ability in elementary school students. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group. The sample consisted of 60 fourth-grade students from SDN Nurul Bayan, randomly assigned to experimental and control groups. Data were collected using a 35-item self-efficacy questionnaire and a mathematical problem-solving test comprising 9 descriptive items. Prior to hypothesis testing, the instruments underwent validity, reliability, normality, and homogeneity testing. Statistical analysis revealed a significant positive correlation between self-efficacy and mathematical problem-solving ability. The Pearson correlation coefficient was r = 0.553, with a p-value = 0.001, indicating a moderate and statistically significant relationship. These findings align with Bandura’s theory of self-efficacy, emphasizing its critical role in academic achievement. Enhancing self-efficacy appears to support the development of students' creative and analytical thinking in mathematical contexts. The study highlights the importance of incorporating psychological factors into mathematics instruction and suggests that pedagogical strategies should actively promote student confidence from an early stage.]]>
<![CDATA[Speaking Task Instruction in English Textbook: Bahasa Inggris for Grade X ]]>
<![CDATA[Melati Theresia]]>;
<![CDATA[Dian Mega Putri]]>;
<![CDATA[Riny Dwitya Sani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2169
<![CDATA[This article aims to analyse the task instruction of speaking tasks in an English student’s book for grade X that Balitbang Kemdikbud publishes. As the first edition of the textbook, some inaccuracies might be found especially related to task instruction. This is descriptive research with checklist evaluation as the instrument of the research. The checklist evaluation of task instruction consists of six sub-indicators. Four evaluators, the English teachers who use the book, fulfilled the checklist evaluation. Based on the findings, six chapters of the book have salience task instruction, seven chapters have succinct task instructions, eight chapters have sufficient task instruction, seven chapters in the book have standardised task instruction, and all chapters in the book have the sequence in the task instruction, and also the task instruction in the textbook has a clear target of the task. In short, the task instruction of speaking task already fulfils the criteria of good task instruction. However, several criteria need to be revised.]]>
<![CDATA[Integration of Technology and Governance in Indonesian Schools: Toward a Smart School Ecosystem ]]>
<![CDATA[Dadang Rahman Munandar]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.7529
<![CDATA[This study investigates the integration of technology and governance in education management as a strategic effort to establish a smart school ecosystem. The increasing reliance on digital tools necessitates that schools adopt systems aligned with transparent, accountable, and participatory governance principles. A descriptive qualitative approach was employed to explore how digital technologies and governance practices are implemented and mutually reinforce one another in educational settings. Data were gathered through interviews, observations, and documentation from secondary schools in Bandung identified as smart schools due to their use of digital learning and management systems. The findings indicate that the adoption of Information and Communication Technology (ICT) significantly improves efficiency, transparency, and accessibility in school management. Initiatives such as online learning platforms, digital assessment tools, and Bandung’s SaKOJA program enhance the quality of education and widen access, including for students with disabilities. Furthermore, ICT integration strengthens administrative processes, fosters collaboration among stakeholders, and supports responsive and flexible learning environments. The synergy between technology and governance plays a crucial role in driving sustainable educational transformation. Schools that adopt ICT-driven governance models are better positioned to create inclusive, adaptive, and future-ready learning environments.]]>
<![CDATA[A Systematic Review of Academic Buoyancy in Adolescents: Psychological and Environmental Predictors of Educational Resilience ]]>
<![CDATA[Onny Dwi Puspita Sari]]>;
<![CDATA[Anna Armeini Rangkuti]]>;
<![CDATA[Deasyanti Deasyanti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.7572
<![CDATA[Academic buoyancy refers to adolescents’ capacity to cope with and rebound from everyday academic setbacks. This study systematically reviews recent evidence on academic buoyancy and its psychological and environmental predictors. Using the PRISMA protocol, we searched peer-reviewed studies in Scopus, ScienceDirect, PubMed, and Google Scholar published in English between 2019 and 2023. Eligible articles reported quantitative findings on academic buoyancy among adolescents. After screening and full-text assessment, 17 studies were included and synthesized using thematic analysis. Across studies, academic buoyancy was consistently associated with both internal and external predictors. Key psychological predictors included self-compassion, academic self-efficacy, achievement goal orientation, and academic motivation. Environmental predictors included perceived support from teachers and parents, positive school climate, and supportive peer relationships. Several studies also positioned academic buoyancy as a mediating mechanism linking psychosocial resources (e.g., support and motivation) to academic outcomes such as engagement and achievement. Overall, the evidence suggests that academic buoyancy functions as a protective and promotive factor for adolescents’ academic well-being and performance. However, the literature is dominated by cross-sectional, self-report designs, limiting causal inference and developmental conclusions. Future research should employ longitudinal and intervention-based approaches, examine cultural and contextual variation, and strengthen measurement across diverse adolescent populations. A limitation of this review is the restriction to four databases and English-language publications only.]]>
<![CDATA[Document Analysis of English Course Syllabus in Business Administration: A Critical Evaluation of Syllabus Design ]]>
<![CDATA[Tanti Nur Khasanah]]>;
<![CDATA[Nanang Heri Setyo Dwi Cahyo]]>;
<![CDATA[Satriani Satriani]]>;
<![CDATA[Sri Rachmajanti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i4.5505
<![CDATA[This study critically evaluates an English course syllabus for Business Administration Department at a leading Indonesian university, focusing on its alignment with needs analysis and syllabus content. Adopting a qualitative approach, the research integrates document analysis and a structured interview with the syllabus developer to identify strengths, weaknesses, and areas for improvement. The structured interview explored the Present Situation Analysis (PSA) in syllabus implementation, while critical document analysis examined the Target Situation Analysis (TSA) envisioned by the syllabus, enabling the identification of gaps and actionable solutions. Findings reveal that the syllabus relies on outdated needs analysis data, lacks adherence to the ABCD model in learning objectives, exhibits limited diversity in perspectives and examples, and omits operational verbs in learning indicators, resulting in ambiguity and misalignment with students’ practical needs. Additionally, assessments neglect the psychomotor and affective domains, suffer from unclear scoring rubrics, and display inconsistencies in grading criteria, limiting the syllabus's ability to prepare students for real-world business communication demands. This study contributes to educational sciences by underscoring the importance of updated needs analysis and comprehensive curriculum design for improving instructional effectiveness. It offers actionable recommendations for curriculum developers and educators, advocating for General English courses tailored to specific academic and professional contexts. The findings provide a framework for future syllabus development, emphasizing the integration of inclusive content, clear learning objectives, and robust assessment strategies to support higher education practices in addressing the evolving demands of a globalized and diverse student body.]]>
<![CDATA[Curriculum Management and Development of Multicultural Values Based Learning on State Madrasah Tsanawiyah 15 Boyolali ]]>
<![CDATA[Supriyanto Supriyanto]]>;
<![CDATA[Amrin Amrin]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2201
<![CDATA[This study aims to analyze curriculum management and learning development based on multicultural values at MTsN 15 Boyolali as an effort to improve and develop the institution. This research uses field research with qualitative case studies at MTsN 15 Boyolali. The data collection method used in-depth interviews and documentation with research subjects namely the Principal, Deputy Head of Curriculum, and several teachers at MTsN 15 Boyolali. Data analysis was carried out using a flow model, namely data reduction, data presentation and data verification. The results showed that curriculum management and learning development based on multicultural values at MTs N 15 Boyolali had been implemented by taking into account three main components, namely: 1) planning, 2) implementation, and 3) evaluation/supervision. although there are still things that need to be addressed and implemented, such as teachers who lack innovation and the literacy power of teachers about multiculturalism is still weak. So that it requires cooperation from all parties through curriculum management, both from foundations, school principals, teachers, and other parties involved. All of this also needs to be supported by proper education.]]>
<![CDATA[Development of a STEAM-based Papercraft Media 'Memoo!' to Enhance Fine Motor Skills in Early Childhood ]]>
<![CDATA[Jazila Anaka Putri]]>;
<![CDATA[Evi Selva Nirwana]]>;
<![CDATA[Alimni Alimni]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i4.8627
<![CDATA[Fine motor development is a foundational aspect of early childhood learning, supporting skills such as writing, drawing, and object manipulation. Despite its importance, there is a lack of integrated learning media that stimulate fine motor skills through engaging, structured, and cognitively rich activities. This study introduces Memoo!, a STEAM-based papercraft medium designed to enhance fine motor skills in children aged 5–6. This research used a Research and Development (RD) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Memoo! was developed as a 3D cow-themed papercraft integrating STEAM elements—science exploration, engineering assembly, creative art, mathematical shape recognition, and early literacy. The media was validated by experts and tested on 14 children at TK IT Syuhada Bengkulu. Data collection involved expert validation checklists, teacher practicality questionnaires, and pretest-posttest observations of children’s fine motor skills. Validation results showed high feasibility, with experts rating the media as suitable for early childhood use. Teachers reported ease of use and strong child engagement. Children demonstrated a statistically significant improvement in fine motor performance, with an average score increase of +8.86 points (p 0.05) after using the media. Observed gains included better cutting, folding, pasting, and eye–hand coordination. The findings indicate that Memoo! is a valid, practical, and effective medium for developing fine motor skills through STEAM-based learning. Future studies are encouraged to expand the sample size and explore long-term effects in diverse educational contexts.]]>
